Is action research a ‘natural’ Process for teachers?

Abstract

Although action research is defined in a way with which practitioners feel comfortable, it is rarely undertaken by teachers without some external intervention such as funding, requirements for course assessment, group facilitator or university researcher. In this paper I argue that action research is not a natural process for teachers because it requires them to be systematic, collaborative and critical, characteristics which do not feature strongly in teachers' natural approaches to reflecting on and improving their practice. I propose that the inquiring teacher approach and the teacher-as-researcher movement place fewer constraints than action research on the ways in which teachers are encouraged to investigate and improve their practice. I also suggest that narrative inquiry is an approach which many teachers use naturally to explore and understand their practice.